The present text seeks to discuss the matter of interpretation, especially during literacy practices in school context, reacting to theoretical conceptions which indicate the reflections presented here and which position language as an instrument to represent the world or as praxis, and also those ones which are positioned in the tension between those poles. Therefore, the objective of this work is to defend a more poetic attitude towards the work of interpretation during literacy practices in school context, adopting a posture of reaction to the text, which involves the notion of reading acts as performances, and not as a decoding or a discovery exercise.